# data[].attributes.headline
Slides from Session 2 - Focus on Mathematics

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Slides from Session 2 - Focus on Mathematics

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This guidance has been produced to help schools and local authorities with internal moderation of teacher assessment.

There is now no statutory requirement to carry out end of key stage 1 (KS1) teacher assessment. This guidance has been produced to help schools who still wish to use teacher assessment (TA) frameworks to inform their classroom practice so that they can get the best from them.

1.1 Who is this guidance for?

This guidance is to help:

headteachers, teachers, school staff and governing bodies in maintained schools, academies, free schools, special schools, pupil referral units, maintained nursery schools, Service Children's Education schools and independent schools

local authorities who provide support or have a working relationship with schools in relation to KS1

2. Changes for 2023/24

2.1 KS1 non-statutory

Following the announcement that from 2023/24 end of KS1 assessment will be non- statutory, this guidance supports the recommended approach for schools to assess KS1 non-statutory teacher assessment.

2.2 KS1 phonics

Following the announcement that from 2023/24 end of KS1 assessment will be non- statutory, phonics remains statutory. Please refer to the 2024 assessment and reporting arrangements (phonics screening check) to see how phonics should be delivered.

3. Different forms of assessment

For KS1, there are 2 main forms of assessment in schools. These are:

day-to-day formative assessment - to inform teaching on an ongoing basis

in-school summative assessment - to understand pupil performance at the end of a period of teaching

A school's assessment policy forms the basis of a teacher's judgements about what pupils know and can do. If you wish to use our TA frameworks, this will provide the evidence needed for teachers to make judgements against the TA frameworks for the purpose of informing classroom practice and understanding pupil performance.

4. Making teacher assessment judgements

4.1 Overview of teacher assessment

TA at the end of KS1 is non-statutory. If schools wish to use the KS1 TA frameworks to inform classroom practice, we recommend doing so using a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. Teachers can consider the pupil's:

written, practical and oral classwork

results from the optional KS1 tests in English reading and mathematics, if taken

4.2 What teachers can assess

Teachers can make their TA judgements using one or more of the teacher assessment frameworks available to them:

TA frameworks in English reading, English writing, mathematics and science - for pupils who have completed the KS1 programmes of study and are working at the standard of national curriculum assessments

pre-key stage standards in English reading, English writing and mathematics - for pupils who are working below the standard of national curriculum assessments and are engaged in subject-specific study, or who have not completed the relevant programme of study

the engagement model - for pupils who are working below the standard of national curriculum assessments and not yet engaged in subject-specific study

4.3 Teacher assessment frameworks

The frameworks contain 'pupil can' statements. Teachers can follow the guidance for each subject in the frameworks when making their judgements. For the most accurate judgements, teachers should usually be confident that pupils have met the standards preceding the one at which they judge them to be working. However, specific evidence for the preceding standards may not be required. For example, pupils' work that demonstrates meeting a standard could be sufficient to show they are working above the preceding standards.

Frameworks for English reading, English writing and mathematics

The frameworks contain 3 standards:

working towards the expected standard

working at the expected standard

working at greater depth

Framework for science

The KS1 science framework contains one standard: working at the expected standard.

This framework is designed so that a pupil who has completed the programme of study can be judged as either 'working at the expected standard' or 'has not met the expected standard'.

4.4 'Pupil can' statements

'Pupil can' statements are performance indicators. They give a snapshot of a pupil's attainment at the end of the key stage. Each statement describes what a pupil working at that standard should be able to do. Teachers can follow the specific guidance for each framework to reach their judgements about whether a pupil has met a standard.

Qualifiers are used in some statements to indicate the extent to which pupils demonstrate the required knowledge or skill. Where qualifiers are used, they have consistent meaning:

'Most' indicates that the statement is generally met with only occasional errors.

'Many' indicates that the statement is met frequently but not yet consistently.

'Some' indicates that the knowledge or skill is starting to be acquired and is demonstrated correctly on occasion but is not yet consistent or frequent.

Examples are also used in some of the statements to clarify the knowledge or skill required. These do not dictate the evidence required but illustrate how that statement might be met. Teachers can refer to the national curriculum to exemplify the statements and can use exemplification materials to support them if they choose (see section 4.8).

4.5 Evidence

Evidence can come from day-to-day work in the classroom and can be drawn from a variety of sources. The teacher frameworks make it clear that:

a pupil's work in the subject being assessed may provide sufficient evidence to support the judgement, although evidence from other curriculum subjects may further support the framework being assessed

teachers will see multiple statements evidenced across a collection of work but sometimes a single piece of work can provide evidence for multiple statements, depending on the statements and the nature of the evidence

in English reading, discussion with a pupil about a single book that the pupil has read independently, at the right level, may provide a teacher with evidence that the pupil has met all the statements within 'working at greater depth'

in English writing, it may be the case that a single, comprehensive example of writing is sufficient to show that a pupil can, for example, write about personal experiences and real events

in mathematics, it might be evident from one exercise that a pupil can recall multiplication and division facts for 2, 5 and 10, and use them to solve simple mathematics problems, demonstrating an understanding of commutativity as necessary

Pupils' work which demonstrates they have met a standard is sufficient to show they are working above preceding standards, but teachers should also be confident that a pupil has met all the standards preceding the one at which they judge them to be working at. This will help assure teachers that the pupil is working at the correct standard they are judging them against.

In science:

one piece of work might show that a pupil can describe basic needs of both plants and animals, while grouping and classifying things and carrying out simple comparative tests

there is no requirement to have evidence from the classroom that pupils have met statements relating to science content taught before the final year of the key stage

year 2 teachers are not expected to re-assess the science content taught in year 1 of the national curriculum but, where possible, we recommend that they draw on assessment judgements that were made by year 1 teachers in determining whether the pupil has grasped that science content

The optional end of KS1 tests that we will continue to make available can be a useful indicator of a pupil's overall attainment. Depending on the subject and statement, this evidence might not be sufficient on its own:

For English reading and writing, discrete test questions will only supplement evidence that pupils have met statements - for example, a spelling test or handwriting exercise can provide additional evidence for these statements in English writing, but a teacher should also see these skills applied in the course of the pupil's writing.

For mathematics and science, a single test question may be sufficient to show that a pupil has grasped the knowledge or skill - for example, a pupil's answer in a mathematics test might show that they can read the time on the clock to the nearest 15 minutes.

4.6 Pre-key stage standards

We recommend that pre-key stage standards are used for the optional assessment of pupils at the end of KS1 who are working below the overall standard of national curriculum assessments and engaged in subject-specific study, even if they:

have not completed the KS1 programmes of study but are still moving onto key stage 2 with their current year group

cannot communicate in English

The pre-key stage standards follow the same principles as the TA frameworks. They each contain 'pupil can' statements which teachers can use to assess against, providing evidence to show that pupils have met the standard they have been awarded. Teachers can follow the guidance for each subject when making their judgements.

The pre-key stage 1 standards for English reading, English writing and mathematics range from standard 1-4.

4.7 The engagement model

The engagement model is a TA tool formed of 5 areas of engagement:

Each of the 5 areas are interrelated.

Schools can use the engagement model to assess pupils who are working below the standard of national curriculum assessments and not engaged in subject-specific study at the end of KS1.

We recommend schools follow the published guidance for best practice on how to use the engagement model to support teachers and staff involved in the optional assessment of these pupils.

Schools can use the engagement model as and where they feel it is required. We recommend that they assess pupils regularly throughout the academic year. This approach will help schools demonstrate whether the pupil is able to sustain the new skills, concepts and knowledge over time, rather than reflecting a snapshot of one activity or observation.

4.8 Exemplification

Exemplification materials may assist teachers when they are using the optional frameworks to make judgements. Teachers can use the materials to help make TA judgements or to validate judgements across the school. If teachers are confident in their judgements, there is no requirement for them to refer to the exemplification materials.

Exemplification materials only illustrate how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, as this will vary from school to school.

5. Assessing pupils with disabilities

Under the Equality Act 2010, a person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. All schools are required to make reasonable adjustments for pupils with disabilities.

When teachers assess pupils against the 'pupil can' statements, they can base their judgements on what a pupil with a disability can do when reasonable adjustments are in place - for example, reducing anxiety by providing a quiet area or allowing more time to process instructions.

If a pupil has a disability that prevents them from demonstrating attainment in the way described in a 'pupil can' statement, their individual method of communication or learning is applicable - for example, using a visual phonics system for a pupil with a hearing impairment, or using a computer for a pupil with a visual impairment because they cannot read back their handwriting.

If a pupil has a disability that physically prevents them from demonstrating a 'pupil can' statement altogether, even with reasonable adjustments in place, these statements can be excluded from the TA judgement - for example, statements relating to handwriting if the pupil is physically restricted when writing, or phonics if a pupil is hearing impaired and unable to make use of a visual phonics system. We recommend teachers use their professional discretion in making such judgements for each pupil.

6. Internal moderation

Moderation allows teachers to benchmark judgements to ensure consistent and reliable outcomes.

We strongly recommend that schools consider internal moderation, conducted by the school itself and, where possible, with other schools. Internal moderation can be a collaborative process undertaken throughout the academic year and normally with colleagues across key stages. This supports the quality assurance of TA judgements and provides a valuable opportunity for professional development.

7. Teacher Assessment outcome

The table below shows the different KS1 TA outcomes. These outcomes are here to support teachers who carry out optional internal moderation and would like to record an outcome against their pupils for internal monitoring and tracking.

GDS: Working at greater depth
EXS: Working at the expected standard
WTS: Working towards the expected standard
HNM: Has not met the expected standard
PK4: Pre-key stage standard 4
PK3: Pre-key stage standard 3
PK2: Pre-key stage standard 2
PK1: Pre-key stage standard 1
EM: Working below the level of the national curriculum and not yet engaged in subject-specific study

Science

EXS: Working at the expected standard
HNM: Has not met the expected standard

# data[].attributes.attachment_link.title
Key stage 1 non-statutory teacher assessment guidance

# data[].attributes.attachment_link.description
This guidance has been produced to help schools and local authorities with internal moderation of teacher assessment. There is now no statutory requirement to carry out end of key stage 1 (KS1) teacher assessment. This guidance has been produced to help schools who still wish to use teacher assessment (TA) frameworks to inform their classroom practice so that they can get the best from them.

# data[].attributes.attachment_link.title
AASA Reading and Moderation final delegate

# data[].attributes.attachment_caption
English writing exemplification materials KS1-WTS Jamie 

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English writing exemplification materials KS1-EXS Kim 

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English writing exemplification materials KS1-GDS Ali 

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Statutory assessment and testing - Schools

# data[].attributes.attachment_link.description
Statutory teacher assessment, statutory checks and tests, training and resources for EYFS, KS1, and KS2

# data[].attributes.attachment_caption
Mathematics exemplification materials KS1 

# data[].attributes.attachment_link.title
KS1 English reading exemplification - working towards the expected standard

# data[].attributes.attachment_link.description
Examples of pupils’ work to demonstrate teacher assessment (TA) judgements in English reading at the end of key stage 1.

# data[].attributes.attachment_link.readable_text
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Examples of pupils' work to demonstrate teacher assessment (TA) judgements in English reading at the end of key stage 1.

Documents

Details

Teachers can use these materials to inform the judgements they make against the statutory TA framework for English reading at the end of key stage 1.

These materials exemplify working at the expected standard. They are for use from the 2018/2019 academic year onwards.

Using the materials

You should use this document alongside the video clips below.

In response to feedback, we have now provided more footage to ensure that each standard has an example, and that all of the 'pupil can' statements are evidenced. You may wish to access the material in instalments. You can pause and make a note of the time elapsed during each video and then easily return to the same place later.

Example 1: Pupil B
video
Example 2: Pupil C
video
Example 3: Pupil D
video
Example 4: Pupil E
video

Thank you for your feedback

Report a problem with this page

# data[].attributes.attachment_link.title
KS1 English reading exemplification - working at the expected standard

# data[].attributes.attachment_link.description
Examples of pupils' work to demonstrate teacher assessment (TA) judgements in English reading at the end of key stage 1.

# data[].attributes.attachment_link.title
KS1 English reading exemplification - working at greater depth within the expected standard

# data[].attributes.attachment_link.description
Examples of pupils’ work to demonstrate teacher assessment (TA) judgements in English reading at the end of key stage 1.

# data[].attributes.headline
Dyslexia in the Classroom - International Dyslexia Association

# data[].attributes.subject
Dyslexia in the Classroom - International Dyslexia Association

# data[].attributes.attachment_link.readable_text
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For teachers to make statutory teacher assessment judgements for pupils at the end of KS1.

Documents

Details

Teacher assessment frameworks for the 2018/19 academic year onwards

Teachers must use these frameworks for the 2021/22 academic year onwards to make teacher assessment judgements for pupils at the end of key stage 1 in English reading, English writing, mathematics and science.

These frameworks were updated in 2018 for use from the 2018/19 academic year onwards.

The English writing frameworks remain unchanged from those introduced for 2017/18.

Comparability over time

Judgements made against the 2018/19 onwards teacher assessment frameworks will not be directly comparable to those made against previous versions, with the exception of English writing, which used the same frameworks for 2017/18.

Thank you for your feedback

Report a problem with this page

# data[].attributes.attachment_link.title
Teacher assessment frameworks at the end of key stage 1

# data[].attributes.attachment_link.description
For teachers to make statutory teacher assessment judgements for pupils at the end of KS1.

# data[].attributes.attachment_link.readable_text
This guidance has been produced to help schools and local authorities with internal moderation of teacher assessment.

There is now no statutory requirement to carry out end of key stage 1 (KS1) teacher assessment. This guidance has been produced to help schools who still wish to use teacher assessment (TA) frameworks to inform their classroom practice so that they can get the best from them.

1.1 Who is this guidance for?

This guidance is to help:

headteachers, teachers, school staff and governing bodies in maintained schools, academies, free schools, special schools, pupil referral units, maintained nursery schools, Service Children's Education schools and independent schools

local authorities who provide support or have a working relationship with schools in relation to KS1

2. Changes for 2023/24

2.1 KS1 non-statutory

Following the announcement that from 2023/24 end of KS1 assessment will be non- statutory, this guidance supports the recommended approach for schools to assess KS1 non-statutory teacher assessment.

2.2 KS1 phonics

Following the announcement that from 2023/24 end of KS1 assessment will be non- statutory, phonics remains statutory. Please refer to the 2024 assessment and reporting arrangements (phonics screening check) to see how phonics should be delivered.

3. Different forms of assessment

For KS1, there are 2 main forms of assessment in schools. These are:

day-to-day formative assessment - to inform teaching on an ongoing basis

in-school summative assessment - to understand pupil performance at the end of a period of teaching

A school's assessment policy forms the basis of a teacher's judgements about what pupils know and can do. If you wish to use our TA frameworks, this will provide the evidence needed for teachers to make judgements against the TA frameworks for the purpose of informing classroom practice and understanding pupil performance.

4. Making teacher assessment judgements

4.1 Overview of teacher assessment

TA at the end of KS1 is non-statutory. If schools wish to use the KS1 TA frameworks to inform classroom practice, we recommend doing so using a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. Teachers can consider the pupil's:

written, practical and oral classwork

results from the optional KS1 tests in English reading and mathematics, if taken

4.2 What teachers can assess

Teachers can make their TA judgements using one or more of the teacher assessment frameworks available to them:

TA frameworks in English reading, English writing, mathematics and science - for pupils who have completed the KS1 programmes of study and are working at the standard of national curriculum assessments

pre-key stage standards in English reading, English writing and mathematics - for pupils who are working below the standard of national curriculum assessments and are engaged in subject-specific study, or who have not completed the relevant programme of study

the engagement model - for pupils who are working below the standard of national curriculum assessments and not yet engaged in subject-specific study

4.3 Teacher assessment frameworks

The frameworks contain 'pupil can' statements. Teachers can follow the guidance for each subject in the frameworks when making their judgements. For the most accurate judgements, teachers should usually be confident that pupils have met the standards preceding the one at which they judge them to be working. However, specific evidence for the preceding standards may not be required. For example, pupils' work that demonstrates meeting a standard could be sufficient to show they are working above the preceding standards.

Frameworks for English reading, English writing and mathematics

The frameworks contain 3 standards:

working towards the expected standard

working at the expected standard

working at greater depth

Framework for science

The KS1 science framework contains one standard: working at the expected standard.

This framework is designed so that a pupil who has completed the programme of study can be judged as either 'working at the expected standard' or 'has not met the expected standard'.

4.4 'Pupil can' statements

'Pupil can' statements are performance indicators. They give a snapshot of a pupil's attainment at the end of the key stage. Each statement describes what a pupil working at that standard should be able to do. Teachers can follow the specific guidance for each framework to reach their judgements about whether a pupil has met a standard.

Qualifiers are used in some statements to indicate the extent to which pupils demonstrate the required knowledge or skill. Where qualifiers are used, they have consistent meaning:

'Most' indicates that the statement is generally met with only occasional errors.

'Many' indicates that the statement is met frequently but not yet consistently.

'Some' indicates that the knowledge or skill is starting to be acquired and is demonstrated correctly on occasion but is not yet consistent or frequent.

Examples are also used in some of the statements to clarify the knowledge or skill required. These do not dictate the evidence required but illustrate how that statement might be met. Teachers can refer to the national curriculum to exemplify the statements and can use exemplification materials to support them if they choose (see section 4.8).

4.5 Evidence

Evidence can come from day-to-day work in the classroom and can be drawn from a variety of sources. The teacher frameworks make it clear that:

a pupil's work in the subject being assessed may provide sufficient evidence to support the judgement, although evidence from other curriculum subjects may further support the framework being assessed

teachers will see multiple statements evidenced across a collection of work but sometimes a single piece of work can provide evidence for multiple statements, depending on the statements and the nature of the evidence

in English reading, discussion with a pupil about a single book that the pupil has read independently, at the right level, may provide a teacher with evidence that the pupil has met all the statements within 'working at greater depth'

in English writing, it may be the case that a single, comprehensive example of writing is sufficient to show that a pupil can, for example, write about personal experiences and real events

in mathematics, it might be evident from one exercise that a pupil can recall multiplication and division facts for 2, 5 and 10, and use them to solve simple mathematics problems, demonstrating an understanding of commutativity as necessary

Pupils' work which demonstrates they have met a standard is sufficient to show they are working above preceding standards, but teachers should also be confident that a pupil has met all the standards preceding the one at which they judge them to be working at. This will help assure teachers that the pupil is working at the correct standard they are judging them against.

In science:

one piece of work might show that a pupil can describe basic needs of both plants and animals, while grouping and classifying things and carrying out simple comparative tests

there is no requirement to have evidence from the classroom that pupils have met statements relating to science content taught before the final year of the key stage

year 2 teachers are not expected to re-assess the science content taught in year 1 of the national curriculum but, where possible, we recommend that they draw on assessment judgements that were made by year 1 teachers in determining whether the pupil has grasped that science content

The optional end of KS1 tests that we will continue to make available can be a useful indicator of a pupil's overall attainment. Depending on the subject and statement, this evidence might not be sufficient on its own:

For English reading and writing, discrete test questions will only supplement evidence that pupils have met statements - for example, a spelling test or handwriting exercise can provide additional evidence for these statements in English writing, but a teacher should also see these skills applied in the course of the pupil's writing.

For mathematics and science, a single test question may be sufficient to show that a pupil has grasped the knowledge or skill - for example, a pupil's answer in a mathematics test might show that they can read the time on the clock to the nearest 15 minutes.

4.6 Pre-key stage standards

We recommend that pre-key stage standards are used for the optional assessment of pupils at the end of KS1 who are working below the overall standard of national curriculum assessments and engaged in subject-specific study, even if they:

have not completed the KS1 programmes of study but are still moving onto key stage 2 with their current year group

cannot communicate in English

The pre-key stage standards follow the same principles as the TA frameworks. They each contain 'pupil can' statements which teachers can use to assess against, providing evidence to show that pupils have met the standard they have been awarded. Teachers can follow the guidance for each subject when making their judgements.

The pre-key stage 1 standards for English reading, English writing and mathematics range from standard 1-4.

4.7 The engagement model

The engagement model is a TA tool formed of 5 areas of engagement:

Each of the 5 areas are interrelated.

Schools can use the engagement model to assess pupils who are working below the standard of national curriculum assessments and not engaged in subject-specific study at the end of KS1.

We recommend schools follow the published guidance for best practice on how to use the engagement model to support teachers and staff involved in the optional assessment of these pupils.

Schools can use the engagement model as and where they feel it is required. We recommend that they assess pupils regularly throughout the academic year. This approach will help schools demonstrate whether the pupil is able to sustain the new skills, concepts and knowledge over time, rather than reflecting a snapshot of one activity or observation.

4.8 Exemplification

Exemplification materials may assist teachers when they are using the optional frameworks to make judgements. Teachers can use the materials to help make TA judgements or to validate judgements across the school. If teachers are confident in their judgements, there is no requirement for them to refer to the exemplification materials.

Exemplification materials only illustrate how 'pupil can' statements in the frameworks might be met. They do not dictate a particular method of teaching, as this will vary from school to school.

5. Assessing pupils with disabilities

Under the Equality Act 2010, a person has a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. All schools are required to make reasonable adjustments for pupils with disabilities.

When teachers assess pupils against the 'pupil can' statements, they can base their judgements on what a pupil with a disability can do when reasonable adjustments are in place - for example, reducing anxiety by providing a quiet area or allowing more time to process instructions.

If a pupil has a disability that prevents them from demonstrating attainment in the way described in a 'pupil can' statement, their individual method of communication or learning is applicable - for example, using a visual phonics system for a pupil with a hearing impairment, or using a computer for a pupil with a visual impairment because they cannot read back their handwriting.

If a pupil has a disability that physically prevents them from demonstrating a 'pupil can' statement altogether, even with reasonable adjustments in place, these statements can be excluded from the TA judgement - for example, statements relating to handwriting if the pupil is physically restricted when writing, or phonics if a pupil is hearing impaired and unable to make use of a visual phonics system. We recommend teachers use their professional discretion in making such judgements for each pupil.

6. Internal moderation

Moderation allows teachers to benchmark judgements to ensure consistent and reliable outcomes.

We strongly recommend that schools consider internal moderation, conducted by the school itself and, where possible, with other schools. Internal moderation can be a collaborative process undertaken throughout the academic year and normally with colleagues across key stages. This supports the quality assurance of TA judgements and provides a valuable opportunity for professional development.

7. Teacher Assessment outcome

The table below shows the different KS1 TA outcomes. These outcomes are here to support teachers who carry out optional internal moderation and would like to record an outcome against their pupils for internal monitoring and tracking.

GDS: Working at greater depth
EXS: Working at the expected standard
WTS: Working towards the expected standard
HNM: Has not met the expected standard
PK4: Pre-key stage standard 4
PK3: Pre-key stage standard 3
PK2: Pre-key stage standard 2
PK1: Pre-key stage standard 1
EM: Working below the level of the national curriculum and not yet engaged in subject-specific study

Science

EXS: Working at the expected standard
HNM: Has not met the expected standard

# data[].attributes.attachment_link.title
Key stage 1 non-statutory teacher assessment guidance

# data[].attributes.attachment_link.description
This guidance has been produced to help schools and local authorities with internal moderation of teacher assessment. There is now no statutory requirement to carry out end of key stage 1 (KS1) teacher assessment. This guidance has been produced to help schools who still wish to use teacher assessment (TA) frameworks to inform their classroom practice so that they can get the best from them.

# data[].attributes.attachment_link.title
2023 key stage 1: assessment and reporting arrangements (ARA)

# data[].attributes.attachment_link.description
Statutory guidance for assessing and reporting the national curriculum at key stage 1 (KS1) in the 2022 to 2023 academic year.

# data[].attributes.attachment_link.description
Pre-key stage standards are for pupils who are working below the overall standard of national curriculum assessments, but who are engaged in subject-specific study.

# data[].attributes.attachment_link.readable_text
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Guidance for schools about access arrangements available for pupils participating in 2023 key stage 1 (KS1) national curriculum tests (commonly called SATs).

Documents

Ref: ISBN 978-1-78957-845-4 PDF, 200 KB, 15 pages

Details

Some pupils with specific needs may need additional arrangements so they can take part in KS1 tests.

Types of support include:

additional time to complete the tests

adaptations of test papers

compensatory marks for spelling

the use of scribes, word processors or other technical or electronic aids

making a transcript

written or oral translations

readers

the use of prompts and rest breaks

accessibility objects in the mathematics test

highlighter pens

administering the tests at an alternative location

Schools must consider whether any of their pupils will need access arrangements before they administer the tests.

Thank you for your feedback

Report a problem with this page

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# data[].attributes.attachment_link.readable_text
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For teachers to use as an assessment tool for pupils working below the standard of national curriculum tests.

Documents

Details

The engagement model is statutory for use from 2021/22 academic year. Schools can no longer assess pupils against P scales 1 to 4. Further information is available in the 2023 assessment and reporting arrangements.

The engagement model is the assessment (replacing P scales 1 to 4) for pupils working below the standard of national curriculum assessments and not engaged in subject-specific study. Teachers must use the engagement model to assess pupils working below the standard of the national curriculum assessments and not engaged in subject-specific study at key stage 1 and key stage 2.

How will pupils be assessed?

The engagement model has 5 areas of engagement:

exploration

realisation

anticipation

persistence

initiation

These areas allow teachers to assess pupils' engagement in developing new skills, knowledge and concepts in the school's curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential.

How should schools use the engagement model?

The engagement model does not replace existing planning and assessment systems and schools will have autonomy over how it will be implemented.

The model encourages schools to measure each pupils' progress independently, according to their individual profile of needs. It can also be used as a baseline tool to track and support ongoing progress.
Engagement model video

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# data[].attributes.attachment_link.title
Achieving Accurate Statutory Assessment KS1 v final

# data[].attributes.headline
Collection of Evidence from November session

# data[].attributes.subject
Collection of Evidence from November session

# data[].attributes.headline
Third Space Learning blog - Stem Sentences

# data[].attributes.subject
Third Space Learning blog - Stem Sentences

# data[].attributes.attachment_link.readable_text
Stem sentences are an essential part of the toolkit for teaching and learning primary school maths. Each new topic introduces specific vocabulary and concepts from the moment a child starts school, many of which are similar and easily confused.
For example, consider tens and tenths. Without explicitly clarifying the difference between the two concepts, pupils may confuse the terms.

It is therefore important for pupils and teachers to have a common vocabulary and understanding when discussing maths. Ideally, this would also be shared across the whole school, thereby avoiding concepts or vocabulary appearing to change.

As an example, in years gone by, pupils were taught that 'sum' referred to any calculation, whereas it is actually the answer to an addition calculation (addend + addend = sum).

By using this mathematically accurate language when the concept is introduced, and not changing the language throughout the years, it avoids unnecessary misunderstandings or misconceptions later. Stem sentences are one method for achieving this in practice.

What is a stem sentence?

A stem sentence is used in a range of topics to provide clarity or to generalise concepts, but it is not a new concept in education. In maths, stem sentences include accurate mathematical vocabulary in a highly structured sentence that provides pupils with a way to communicate their ideas with mathematical precision as well as clarity.

Stem sentences in maths

Stem sentences can be used to:

Express a key concept

Generalise a key concept

Provide a template for discussions or explanations

Each time learners repeat a stem sentence correctly, it helps embed the concept.

For example, if a pupil is asked what the value of the digits in 24 are and they say, '24 has 2 tens and 4 ones', they are able to think aloud with mathematical precision and clarity. They are also able to embed the concept that 24 is the same as 2 tens and 4 ones (compared to an answer of simply '2 tens and 4 ones'). By encouraging pupils to say the whole sentence, they also reiterate the question and answer to others.

Identifying the value of digits through stem sentences
in a Third Space Learning online intervention

Expressing a key concept

Stem sentences that describe a key concept generally include missing parts to be completed. For example, '(number) is greater than (number).' This simple sentence can be populated in different ways in different situations, such as '17 is greater than 7' or '8.21 is greater than 1.32.'

This sentence structure helps pupils to scaffold their thinking when providing an answer to a question stem. It also helps them to focus on the maths involved, not on how to explain their idea (we have all had that moment of knowing the answer to a question until we are asked to say it out loud and our minds turn blank).

Generalising a key concept

Stem sentences that are used to describe a generalisation are usually complete sentences. For example, 'There are ten tens in one hundred' or 'Consecutive odd numbers always have a difference of two.' This type of stem sentence clarifies a mathematical concept and does not change.

If a pupil is struggling to understand a new concept, this type of stem sentence can be used to generalise the learning. Generalisation stem sentences are very useful when embedding concepts or recapping prior learning before building on them. Stem sentences from previous year groups, topics or lessons may be relevant to use in future lessons to recap concepts.

Structuring ideas and explanations

The final type of stem sentence is used to generally help structure ideas. These can be used in a range of lessons and are not maths specific. They usually include sentence starters and 'because' to draw out an explanation.

For example, 'I think the answer is... because...' or 'I know... because...'

This type of sentence starter can be used in any lesson to draw out the pupil's thought process when finding an answer. By using this type of stem sentence, learners are forced to articulate their ideas clearly, which can show if they have a surface level of understanding or a higher-level understanding of the concept they are exploring.

All together now!

The different types of stem sentences can be used in conjunction with each other to give detailed answers that are rooted in mathematical understanding. For example, when answering 6 x 4, the pupil may use the following stem sentences to give the answer:

'To calculate 4 lots of (number), I can double (number) and double the answer'

'I know the answer is... because...'

'To calculate 4 lots of 6, I can double 6 and double the answer. I know the answer is 24 because 6 doubled is 12 and 12 doubled is 24.'

How to use a sentence stem

Repetition is a key part of using stem sentences in the classroom. Using an 'I say, you say, we say' system is helpful and can be easily inserted into lesson plans.

First, the teacher introduces the stem sentence, ensuring that the learners actually understand what the stem sentence means. They will then say the stem sentence (I say), tell the pupils to repeat the stem sentence (you say), and finally say the stem sentence with the whole class (we say).

This helps pupils to understand that the stem sentence is an important part of the lesson and how to say it correctly. Missing parts can be completed in different ways to show examples of how the stem sentence is used. The appropriate stem sentence should then be referred to throughout the lesson (or maths lessons to come).

It is essential that pupils actually use and understand the stem sentence as a regular part of their learning and to promote meaningful conversation in the classroom. The teacher should also model using stem sentences whenever appropriate.

Emulating the 'I say, you say, we say' system
in a Third Space Learning one-to-one lesson

Why is a whole school approach important?

Learning requires pupils to build upon what they already know. You cannot start teaching a child addition if they do not have a strong understanding of number, just as you cannot teach reading without an understanding of letters.

A whole school approach to stem sentences will benefit pupils in two ways; they will use accurate mathematical language from an early age, and they will become familiar with the use and format of stem sentences. By using mathematically accurate language from a young age, learners should become more confident with the specific terms and their meanings, as well as improve their overall mathematical language proficiency.

Some stem sentences may appear simple, but by understanding how to use the stem sentence, the pupil can apply it to more complex learning.

For example, 'one more than (number) is (number)'. This simple stem sentence is introduced in Year 1 but can be applied in all other year groups with larger numbers. It can also be applied to decimals. While the stem sentence stays the same, the context changes, allowing pupils to focus on the maths, instead of how to explain their answer.

How to start using sentence stems as a maths lead

First, it is important that a maths lead understands what a stem sentence is and how they are used. Familiarise yourself with examples of stem sentences and consider how and when they can be used. As with most initiatives that are introduced in schools, it is crucial that you are confident with stem sentences and can answer questions as and when they arise.

When you feel confident with stem sentences, introduce them to the staff in a staff meeting or INSET day. If you have learning support assistants in your primary school, you may want to consider including them in the training (or training them at another time) to ensure a common language amongst all the adults in the school.

While stem sentences are relatively simple to use, it can initially feel difficult to make time for them in a busy lesson. If all adults understand the benefits of stem sentences, they should find it easier to introduce them in their class.

It is always best to lead by example; if another teacher is struggling to understand how or when to use stem sentences, offer them an opportunity to observe part of your lesson where stem sentences are introduced or used with pupils (depending on what element they are struggling with).

How to start using sentence stems as a maths teacher

As suggested previously, it isn't always easy to introduce new initiatives into everyday lessons, regardless of how useful they are. A good place to start when introducing stem sentences is to include them in your lesson plans, which includes making a note of when to use them in the maths lesson.

You could add them to an appropriate slide (if you use slides for teaching) or on an appropriate working wall or maths display. By doing this, you will not have an opportunity to avoid introducing stem sentences to your whole class!

Persistence is also key; by using stem sentences consistently, pupils will see them as commonplace and start to use them also.

Read more: Collaborative Lesson Planning As An Effective CPD Tool

Stem sentences maths examples

Topics covered by Third Space Learning's sentence stems and vocabulary lists include:

Place value

Additional and subtraction

Multiplication and division

Fractions, decimals, percentages

Geometry: properties of shape

Measure

Place value (Year 2)

Consecutive odd numbers always have a difference of two.

Consecutive even numbers always have a difference of two.

Addition and subtraction (Year 3)

Addend plus addend equals the sum.

Minuend minus subtrahend is equal to the difference.

Multiplication and division (Year 1)

Double (number) is (number).

(number/ item) have been shared equally into (number) groups/ lots/sets. There are (number/ item) in each group/lot/set.

Fractions, decimals, percentages (Year 5)

Improper fractions are fractions with a numerator is greater than the denominator.

Percentage or percent means how many parts per hundred.

Geometry: properties of shape (Year 6)

Where lines intersect (cross), they create vertically opposite angles. Vertically opposite angles are always equal.

Measure (Year 4)

Kilo- as a prefix means thousand.

There is (number) pounds. There is (number) pence. This is a total of (pounds) and (pence). This is the same as (pounds and pence total).

How stem sentences are incorporated into our interventions

During Third Space Learning's online one-to-one maths tuition sessions, pupils are encouraged to verbalise their reasoning and explain their working out to their tutor. Our Academic Team is also building stem sentences into the tutor notes and tutor training to bring our intervention and resource offering closer together.

"Fantastic way to get the children TALKING about their maths and explaining their thinking."
Zoe Singh, Deputy Headteacher, Herringham Primary Academy

The use of stem sentences is increasing across
Third Space Learning's intervention programmes

Third Space Learning has a list of stem sentences that can be downloaded and used in your classroom from the Maths Hub. Although, there may also be stem sentences that you develop as a class or with specific pupils to help them clarify their understanding!

Read more:

Do you have pupils who need extra support in maths?
Every week Third Space Learning's maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.

Since 2013 we've helped over 130,000 primary and secondary school pupils become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school's needs and how we can help.

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Why You Should Be Using Stem Sentences In Your Primary Maths Teaching

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Stem sentences are an essential part of the toolkit for teaching and learning primary school maths. Each new topic introduces specific vocabulary and concepts from the moment a child starts school, many of which are similar and easily confused. For example, consider tens and tenths.

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Pre-Key Stage Standards and Engagement Model Training

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Pre-Key Stage Standards and Engagement Model Training

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EEF Improving Mathematics in the Early Years and KS1 - recommendations

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EEF Improving Mathematics in the Early Years and KS1 - recommendations

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EEF Improving Mathematics in the Early Years and KS1 - full report

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EEF Improving Mathematics in the Early Years and KS1 - full report

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Other talking tools to support metacognition and build independence

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Other talking tools to support metacognition and build independence

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Teacher assessment exemplification: KS1 English reading

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Examples of pupils’ work to demonstrate teacher assessment (TA) judgements in English reading at the end of key stage 1 in 2019.

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Common Themes Why KS1 Collections are WTS rather than EXS

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Common Themes Why KS1 Collections are WTS rather than EXS

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Common themes for KS1 WTS and not EXS collections

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Common Themes for KS1 Collections being judged as EXS rather than GDS

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Common Themes for KS1 Collections being judged as EXS rather than GDS

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Common themes for EXS and not GDS collections

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WTS Reading - useful to explore  from 7.34 mins to 9.57 and reflect upon aspects of fluency

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WTS Reading - useful to explore  from 7.34 mins to 9.57 and reflect upon aspects of fluency

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2018 KS1 English reading exemplification_ working towards the expected standard Pupil A

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EXS Reading - useful to explore from beginning until about 4 mins and see how this child is demonstrating automaticity in decoding and how this supports meaning making and monitoring their comprehension

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EXS Reading - useful to explore from beginning until about 4 mins and see how this child is demonstrating automaticity in decoding and how this supports meaning making and monitoring their comprehension

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2018 KS1 English reading exemplification_ working at the expected standard Pupil B

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GDS Reading - Useful to explore from the beginning for the first 8 minutes or so and reflect on the increased fluency and how this is demonstrated through the child's pace and intonation and expression (their fluency) and how they talk about the text and make some connections.

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GDS Reading - Useful to explore from the beginning for the first 8 minutes or so and reflect on the increased fluency and how this is demonstrated through the child's pace and intonation and expression (their fluency) and how they talk about the text and make some connections.

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2018 KS1 English reading exemplification_ working at greater depth Pupil F